Transformational contribution of technology to studio culture: experience of an online first-year architecture design studio during the COVID-19 pandemic

Abstract

PurposeDesign studios experienced an unprecedented contribution of technology when it came to organizing studios online, as imposed by COVID-19, which requires exploration of its impacts on the main metaphors of education, learning dimensions, and undoubtedly studio culture.Design/methodology/approachIn order to explore the impacts on the key dimensions of learning, a careful investigation was carried out from organizational, instructional, and learner points of view. The investigation utilized thematic analysis of records of pedagogical actions, as well as online communications, performance, and questionnaire responses of students to infer the conclusions. The freshmen architecture students were found to be an important group for study since they had no previous experiences in on-site design studios and will continue their education based on their first-year experiences.FindingsExploration of indicators—including reflective dialogue, retention, transfer of learned information to decisions, processing feedback as an investment in future performance, and self-regulation—as major contributors to design learning revealed that first-year students exhibited strong presence and interaction during online studio, and students' individuality influenced the teaching environment in terms of content and process. Hence, sense of belonging, which is a revamped feature of authentic context and studio culture, expands toward fortification of bottom-up educational frontiers.Originality/valueDeveloping pedagogies with no concern for the unprecedented impacts of the transformative role of technology on fundamental layers of design education will adversely influence students' chances of personal and professional success. The findings in this paper, regarding the transformational impacts of technology on design studio culture, follow investigation of the direction it has led current and can lead future design education. The study provides unique support for crystalizing new teaching and learning opportunities and pedagogical developments.

McLuhan’s Tetrad as a Tool to Interpret the Impact of Online Studio Education on Design Studio Pedagogy

“…Hassanpour [18] student autonomy It was possible for students to take on a more proactive approach in transferring the knowledge they have gained to making decisions.…”

“…The analysis conducted was broad, encompassing not only direct educational processes but also peripheral activities and their educational implications. [15,20,21] technical difficulties related with the digital environment 3 [11,18,19,23] pedagogical challenges and limits of the digital environment 5 [15,20,24,25] asynchronous access 5…”

“…Actors [15,21,27] low level of engagement and participation 4 [16,18,20,21,29,30] student autonomy increased 7 [19,22,25,28] low level of peer interaction and peer learning 4 [18,21,30] tutor roles need to be redefined 3…”

“…From an economic perspective, whether conducting virtual design studios is feasible is no longer questioned. However, its adequacy to fulfill the educational outcomes compared to the rich and complex outcomes of a physical studio is still a debate, and it ends up with divided opinions about the potential beneficial impacts of online teaching, such as asynchronous access to the learning material [14,15,20,24,25], and the detrimental impacts of online teaching, such as ineffective communication [15,21,22,27,28], technical difficulties and the learning curve of the new tools of the digital setting [15,20,21], and the pedagogical challenges and limitations of the digital setting [11,13,18,19,23]. It is important to note that, when provided with the option between a fully online or offline ADS, architecture students, despite the common use of "digital native" and their inclination toward online tools, prefer studying design in a face-to-face setting [24,28,47].…”

Sustainable Development Goals and the future of architectural education – cultivating SDGs-centred architectural pedagogies

“…Calikusu et al (2023) develop a case for investigating the impact of the design studio on the perception of sustainability and demonstrate that learning in both design studios and theoretical lectures need be more effective in improving the awareness and understanding of sustainability. Finally, Hassanpour (2023) introduces efforts towards new teaching and learning opportunities and pedagogical developments by articulating the experience of an online first-year architecture design studio during the COVID-19 pandemic.…”